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Abstract

AIM To examine the intervention of structured prebriefing, for its effect on students' simulation performance and their prebriefing experience. Prebriefing is the introductory phase of the simulation process.

BACKGROUND Despite its inclusion in the simulation process, little research is available on prebriefing. Reflection theory and concept mapping informed a model-based structured prebriefing activity for preparing students for meaningful learning in simulation.

METHOD A group-randomized, experimental study of 76 baccalaureate nursing students compared competency performance, clinical judgment, and the perception of the prebriefing experience of those receiving structured prebriefing, to those receiving traditional prebriefing activities. The relationship between simulation performance and students' self-rated prebriefing experience was also examined.

RESULTS A statistically significant difference was demonstrated between groups for competency performance (p .001), clinical judgment (p .001) and prebriefing experience (p .001). No relationship was found between perception of prebriefing experience and student' simulation performance.